Ispo-Who Training Guidelines

GUIDELINES FOR TRAINING PERSONNEL
IN DEVELOPING COUNTRIES
FOR
PROSTHETICS AND ORTHOTICS SERVICES
International Society World Health

for Prosthetics and Orthotics Organization
WHO Library Cataloguing-in-Publication Data
Guidelines for training personnel in developing countries for prosthetics and orthotics services.

1.Orthopedics - education 2.Prostheses and implants - utilization 3. Orthotic devices - utilization
4.Developing countries 5.Guidelines 6.Teaching materials I.World Health Organization II.International
Society for Prosthetics and Orthotics
ISBN 92 4 159267 2 (NLM classification: WE 172)
© World Health Organization 2005
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LIST OF CONTENTS
Page
Introduction 5
Need for personnel for prosthetics and orthotics 8
Types of personnel 9
Tasks of personnel 12
Training of personnel 14
Services 16
Distribution of personnel and services 17
Community-based rehabilitation 19
Annex A Professional profile Category I 21
Annex B Guidelines for training Category I personnel 25
Annex C Professional profile Category II 34
Annex D Guidelines for training Category ll personnel 37
Annex E Professional profile Category III 42
Annex F Guidelines for training Category lll personnel 44

Annex G Resources needed for a school for Prosthetists/Orthotists 48
Annex H Community-based rehabilitation 49
Annex I List of participants 56
Annex J References 59
Guidelines for Training Personnel in Developing Countries for Prosthetics and Orthotics Services
Introduction
More than 600 million people in the world experience disabilities

of various types and degrees. The global disabled population is increasing as a result of
population growth, ageing, chronic conditions, malnutrition, war, landmines, violence, road
traffic, domestic and occupational injuries and other causes often related to poverty. These
trends are creating an overwhelming demand for health and rehabilitation services.
An estimated 80% of the world's disabled people live in

developing countries. The majority of them are poor and find difficulty in accessing health
and rehabilitation services which ultimately leads to their exclusion from society. With
appropriate rehabilitation services, the majority of people with disabilities can become
important contributors to society and allocating resources to their rehabilitation is an
“Investment”.
Despite the incremental progress made in the past 25 years,

today, the vast majority of people with disabilities cannot access even basic rehabilitation
services. The majority also cannot exercise their Human Rights, which are defined as the
“…right to a standard of living adequate for the health and well-being of individuals and
their family, including food, housing and medical care and necessary social services…”
In response to this, the United Nations has issued Standard Rules on the
Equalization of Opportunities for Persons with Disabilities* as guidelines in health,
education, work and social participation (UN, 1993). The mandate of the WHO is to
provide technical support to the Member States, in order to implement the following
Standard Rules:
RULE 2. Medical Care: RULE 3. Rehabilitation: RULE 4. Support Services:
States should ensure the provision Rehabilitation is a fundamental States should ensure the
of effective medical care to concept in disability policy. States development and supply of
persons with disabilities. should ensure the provision of support services, including
rehabilitation services to persons with assistive devices for persons
disabilities in order for them to reach with disabilities, to assist
and sustain their optimum level of them to increase their level of
independence and functioning. independence in their daily living
and to exercise their rights.
*Adopted by the United Nations General Assembly, forty-eighth session, resolution 48/96, annex, of 20 December 1993
Page 5
One of the most important components of rehabilitation and support services is assistive
devices which often provide the first step to ensure that people with disabilities are equal
members of society. Among assistive devices, prostheses and orthoses are required by the
majority of people with physical disabilities.
Persons with physical disabilities, who have a need for prosthetics/orthotics and related
rehabilitation services in developing countries, represent 0.5% of the population. In 2004
there are 5.1 billion people in Africa, Asia and Latin America so there will be 25.5 million
people in need of prosthetic/orthotic devices. The vast majority of these persons can remain
free of deformities or be re-established to function in society if provided with appropriate
prosthetic/orthotic devices.
They can be at least partly removed from poverty and become active contributors to their
families, communities and society welfare at large, if provided with rehabilitation services by
an integrated multi-disciplinary health and social welfare team. Beneficiaries of prosthetics
and orthotics services can contribute positively to the socio-economic condition of the
country.
Mobility is the first step to access basic rights including access to food, shelter, education,
job/income, equal opportunities and equal citizenship. The most important components in the
restoration of mobility are assistive devices such as orthoses, prostheses and mobility aids.
Prosthetics and orthotics services play a major role in enabling a person with a disability to
change from being immobile to becoming mobile, a passive receiver to an active contributor,
and isolation to inclusion. They also help to provide further means towards equality by
helping a child with disability to go to school or an adult with disability to go for skills
training or income generation activities.
To provide the necessary quality of prosthetics and orthotics services it is important that the
personnel providing them should have an adequate level of education and training.
A World Health Organization Consultation on training of personnel for prosthetics and

orthotics services in developing countries took place at the Eastern Mediterranean Regional
Office, Alexandria, Egypt, in June 1990. The purpose of the Consultation was to prepare a
general description of the work done by personnel who provide prosthetics/orthotics and
related rehabilitation services, and a guide for training them based on the work they must
perform. This resulted in the publication Guidelines for Training Personnel in Developing
Countries for Prosthetic and Orthotic Services (WHO, 1990).
The International Society for Prosthetics and Orthotics (ISPO), at the request of the World
Health Organization (WHO) coordinated a follow-up consultation at the WHO Collaborating
Page 6
Centre, the National Centre for Training and Education in Prosthetics and Orthotics,
University of Strathclyde, Glasgow, Scotland, United Kingdom in September 2003, in order
to identify development and changes in the 13 years since the Alexandria meeting.
The Temporary Advisers who attended the Consultation were from schools in developing
countries that educate and train personnel for prosthetics/orthotics services, and from
organisations that have been involved in the development and support of such training
programmes. (See Annex I for the list of participants in the Consultation).
This document presents the tasks for various types of personnel and the guidelines for their
training. In addition, the document presents information on issues related to training, as well
as the distribution of prosthetics and orthotics services and personnel, which could be used as
an important tool in any kind of national planning of rehabilitation or prosthetics and orthotics
services.
Page 7
NEED FOR PERSONNEL

FOR PROSTHETICS AND ORTHOTICS
By the year 2010 the combined population of Africa, Asia and
Latin America will be approximately 6 billion. The estimated number of people in need of
prosthetic and orthotic devices will be 30 million. The personnel estimated to provide services in
prosthetics and orthotics would therefore be 180,000. Approximately, 40,000 trained Category I
and II level personnel (as defined in Annexes A and C) are estimated to be needed.
There are approximately 24 schools of varying levels and standards in developing countries
which train personnel qualified in some measure to fit, fabricate and assess the biomechanical
function of orthopaedic appliances. They graduate no more than 400 personnel per year for all
developing countries. It is clear that the existing training arrangements are totally inadequate
in comparison to the need. More than 75% of developing countries have no prosthetics and
orthotics training programmes which leads to a poor coverage of prosthetics and orthotics
services. Urgent measures need to be taken to increase the numbers of personnel being trained in
order to ensure all persons with disabilities or who need such kind of services could receive the
same regardless of their socio-economic condition and where they live. Prosthetics and orthotics
services also need to be decentralised to ensure they are in reach of all. Special emphasis needs
to be given to ensure women and girls also get equal opportunities to access the service.
The prosthetics/orthotics professionals are usually part of a multi-disciplinary rehabilitation team.
To ensure prosthetics and orthotics service users get a quality service, ISPO has taken several
important steps to facilitate and enhance the education of all health care disciplines involved with
prosthetics and orthotics throughout the world. The Society has detailed appropriate education
and training programmes for the full professional prosthetist/orthotist (Category I), orthopaedic
technologist (Category II) and orthopaedic technician/bench worker (Category III). The
philosophy and curricula are widely accepted by most of the international governmental and non-
governmental agencies in the field of rehabilitation and prosthetics/orthotics services. Category I
and II personnel are responsible for direct service. Category III technicians/bench workers are also
needed to support Category I and II personnel but are not considered as service providers.
In order to estimate the numbers of personnel needed in prosthetics and orthotics services, the
following criteria could be considered:
• t he number of persons needing prosthetics and • t he number of persons to be provided with prosthetics
orthotics services in the country (calculated from the and orthotics services per orthotist/prosthetist;
prevalence or incidence); • t he prosthetist/orthotist: orthopaedic technologist:
• rate of work = persons visiting centre; technician ratio.
• levels of referral (existing or predicted); It is also necessary to look into:
• type of prosthetic and orthotic devices needed; • the socio-economic condition of the country;
• the prioritisation and spreading of services.
Page 8
TYPES
OF PERSONNEL
The categorisation of prosthetics and orthotics professionals
described in this guideline represents the desirable aim for the planning and development of
prosthetics and orthotics services. Throughout this document the ISPO Categorisation system
for personnel is used and is summarised in Table 1 and appropriate detail is provided in the
Annexes. Category I is the level of professional who should ideally provide prosthetics and
orthotics service within the rehabilitation team. In countries where resources and finances
are not available to train all workers to this level, training to Category II level is believed to
represent a compromise which will still provide quality service preferably with supervision by
Category I personnel in difficult cases.
Category Nomenclature Normal Minimum Entry Training

CLINICAL STAFF
Category l Prosthetist/orthotist University entry level 4 years formal structured education
(or equivalent term) leading to University degree (or
equivalent)
Category ll Orthopaedic Usual national 3 years formal structured education
Technologist requirement for – lower than degree level
paramedical education
Category ll Lower limb Usual national 1 year formal structured education
(lower limb prosthetics requirement for plus clinical experience in only
prosthetics) technologist paramedical education lower limb prosthetics to Category
ll level
Category ll Lower limb Usual national 1 year formal structured education
(lower limb orthotics) orthotics requirement for plus clinical experience in only
Technologist paramedical education lower limb orthotics to Category ll
level
Category ll Upper limb Usual national 1 year formal structured education
(upper limb prosthetics/ requirement for plus clinical experience in only
prosthetics/orthotics orthotics and paramedical education upper limb prosthetics/orthotics
and spinal orthotics) spinal orthotics and spinal orthotics to Category ll
technologist level
TECHNICAL STAFF
Category lll Technician (bench Usual national 2 years formal structured or 4 years
(not a service worker or equivalent requirement for on-the-job or in-house training
provider) term) technician training
FOOTNOTE:
Component manufacture is an industrial production process which does not normally involve the above categories.
Table 1: Types of personnel
Page 9
Category I personnel are educated and trained in all areas of prosthetics and orthotics practice
and related rehabilitation issues whilst Category II personnel are educated and trained in only
the major areas of prosthetics and orthotics which are commonly needed.
Many developing countries have special situations, which require the production of unusual
numbers of some common types of prostheses and/or orthoses. In these situations personnel
may be trained through modules in either prosthetics or orthotics. Such individuals would
be described as Category II (Lower Limb Prosthetics Technologist), Category II (Lower
Limb Orthotics Technologist) or Category II (Upper Limb Prosthetics/Orthotics and Spinal
Orthotics Technologist). These personnel should be trained within the framework of Category
II training but specific to a particular branch of prosthetics and orthotics. Effort should be
made to keep open the possibilities of upgrading to ensure a person who has completed one
module could complete other modules and could become a full Category II professional.
To ensure persons with disabilities get a quality service irrespective of their socio-economic
condition, it is essential for governments and other prosthetics and orthotics service providers
to ensure that the provision of direct service to the individual remains the responsibility of
at least a Category II professional. In some countries there may be trained technicians not
up to category II level providing direct service. Efforts need to be made to upgrade those
technicians’ knowledge and skill by modular programmes, distance-learning programmes or
by means of e-learning.
Persons with disabilities need a quality prosthetics and orthotics service which would ensure
equal opportunities and better quality of life with full functional and economic independence.
Persons with disabilities also have the right to choose the type of prostheses or orthoses that would
benefit them most. To satisfy such requirements the minimum training need in any country is for
Category II or its component parts. Any other kind of training of lesser duration and/or level in
the field of prosthetics and orthotics would not meet the needs or requirement of persons with
disabilities.
Page 10
An example of a modular approach to formal training designed to run alongside prosthetics

and orthotics clinical and technical services can be seen in a well structured training format
following a sequence of 4 modules which are delivered as circumstances allow. This can
be seen as a flexible solution in training staff to the best potential possible in a variety of
situations. The modular approach to training facilitates progression from one module to
another as needed in each situation. Each module takes an average of 12-18 months to
complete. This modular approach is represented in the diagram below:
Module 1
Lower Limb Prosthetics
+ Module 2
Lower Limb Orthotics
Module 3 Module 4
+ Upper Limb Prosthetics and
Orthotics and Spinal Orthotics + Clinical
Procedures
Leading to a Category ll level, if the students complete the

4 modules with success and complete the final examination
supervised by ISPO
Diagram 1: An example of a modular approach to training
The completion of all four modules is intended to lead to ISPO recognition at the Category II
level.
The professionals described as Category I, II and III within this document do not work alone,
but form part of a rehabilitation team, where available. If not, at least they need to work
alongside other paramedical professionals such as therapists, social workers and community-
based rehabilitation workers for the optimal benefit to the persons who require prosthetics and
orthotics services.
It is important that services are set-up in a way that is sustainable and affordable. One
important issue is the need of continuing education for the professionals practising in
prosthetics, orthotics and related rehabilitation services. In all situations it is essential to
ensure the equalisation of opportunities for all prosthetics and orthotics personnel regardless
of gender.
Page 11
TASKS
OF PERSONNEL
Before describing the training of the various types of personnel
it is necessary to identify the tasks they are expected to perform. Their training will equip
them with the necessary knowledge and skills for the tasks involved. It should be remembered
in identifying these tasks that prosthetics and orthotics is an area of rehabilitation and the
prosthetists/orthotists and orthopaedic technologists are members of the rehabilitation team.
The prosthetist/orthotist (ISPO Category I) is responsible for direct user/patient services

and management of the orthopaedic workshop usually at Reference Centres or Training
Institutions. A detailed list of the tasks of the prosthetist/orthotist is contained in the
professional profile in Annex A. These tasks fall into the categories: patient care or providing
direct service to persons with disabilities; management and supervision; training and
education; community services; research and development. They are carried out within an
ethical code and complying with medical and legal requirements.
In respect of providing user service, the prosthetist/orthotist is a full member of the

rehabilitation team, can advise on the design of an appropriate prosthetic/orthotic device to
meet the needs of any user requiring prosthetics/orthotics service and with the assistance of
the orthopaedic technologist and technician/bench worker prepare the prosthesis or orthosis
to fit the individual, and ensure its optimum use and user’s satisfaction. He/she will have the
skills necessary to assess the fit and function of the device and make adjustments as necessary.
The management tasks of the prosthetist/orthotist relate to the functions of the orthopaedic
workshop/laboratory and the staff under his/her supervision. He/she may also interact with
governmental and non-governmental agencies in respect of the planning and implementation
of national services and with other rehabilitation professionals at local and national level.
He/she will interact as required with personnel involved in community-based rehabilitation
programmes.
The prosthetist/orthotist may supervise and conduct the training and education of other
prosthetists/orthotists, of orthopaedic technologists (ISPO Category II) and technicians/
bench workers (ISPO Category III) and be involved in lecturing and demonstration to other
members of the rehabilitation team.
The prosthetist/orthotist will conduct a continuing evaluation of his/her activities and may
participate in formal research and evaluation programmes, and will participate in professional
meetings and may contribute papers to scientific/professional journals.
Page 12
The orthopaedic technologist (ISPO Category II) will be responsible for direct patient care
or providing direct service to persons with disabilities and management of the orthopaedic
workshop if a Category I professional is not available and at provincial and district level
institutions. A detailed list of the tasks of the orthopaedic technologist is contained in the
professional profile in Annex C. These tasks are similar to those of the prosthetist/orthotist
but with some differences in emphasis. The orthopaedic technologist is capable of providing
quality service for persons requiring the more common levels of prosthetic/orthotic devices.
For more difficult conditions he/she will normally have access to a prosthetist/orthotist either
for advice on treatment of for onward referral. The orthopaedic technologist will not normally
be involved in research and development activities.
The lower limb prosthetics technologist (ISPO Category II), the lower limb orthotics
technologist (ISPO Category II) and the upper limb prosthetics/orthotics and spinal
orthotics technologist (ISPO Category II) are capable of carrying out all tasks allocated to
the orthopaedic technologist but in only one branch of the speciality.
The technician/bench worker (ISPO Category III), in direct assistance to the prosthetist/
orthotist or orthopaedic technologist, fabricates and assembles prosthetic/orthotic devices
and takes part in their maintenance, repair and replacement. He/she will be responsible for
the economic use of tools and materials and may have management supervision and training
duties assigned to him/her. The technician/bench worker is not involved in direct prosthetics/
orthotics service to the user. A detailed list of the tasks of the technician/bench is contained in
the professional profile in Annex E.
Page 13
TRAINING
OF PERSONNEL
The primary objective of this document is to provide guidelines
for training of personnel based on their tasks in prosthetics/orthotics and related rehabilitation
services. A secondary objective is to discuss the training of personnel with regard to national
planning for services. The guidelines present recommendations for theoretical and practical
instruction, which will provide each category of professional with the knowledge and skills
needed to perform the required tasks.
The tasks of professionals (Categories I and II) are presented in Annexes A and C. The
guidelines for training professionals (Categories I and II) are available in Annexes B and D.
The training of lower limb prosthetics, lower limb orthotics and upper limb prosthetics/
orthotics and spinal orthotics technologists (Category II) is based on the training of the
orthopaedic technologist (Category II) but is limited to a single discipline. The entry-
level requirement and examination procedure should be the same as for the orthopaedic
technologist (Category II).
The length and content of training will determine the type of recognition the different
categories of personnel will have at the end of the training period. It is important that
professional development pathways (schemes of service) are developed for prosthetics and
orthotics personnel so that these personnel receive comparable recognition educationally and
in the services to which they are assigned.
Supervised clinical practice/field attachment is an essential section of the training programme.

Suitable clinical facilities (including adequate clinical and technical supervision) need to be
available for all students.
The training curricula and training time period should be in accordance with the ISPO
Information Packages (ISPO, 1997; 2002a) but may be adjusted to meet specific need of a
country or region.
Most countries do not have formal training programmes for Category III personnel. This
may be achieved in various ways. The tasks of professionals (Category III) are presented in
Annex E. The guidelines for training professionals (Category III) are available in the ISPO
Information Packages (ISPO, 2002b).
When a country is preparing plans for the training of personnel, consideration should also be
given to people in the country who may have already had some training in prosthetics and
Page 14
orthotics under less formal arrangements. This would include personnel who may have been
trained many years ago, or who were trained in an emergency situation following conflict
or a natural disaster. Some of these people are still working in the production of prostheses
or orthoses, either under the supervision of qualified personnel, or independently. Some of
these previously trained people can be upgraded professionally. Upgrading training may be
delivered in a variety of ways including full time or part time study and by direct tuition or by
distance learning.
There is a need for more training facilities for prosthetics/orthotics personnel in developing
countries. Training may be developed on a national or multinational basis. When a training
programme is established, provision should be made not only for the initial costs of setting
up the school, but also for the long-term maintenance of the programme. A list of resources
needed for a school is presented in Annex G. This is merely a guide to the major items, which
must be considered. Planning a school requires a more detailed analysis carried out by people
within the country where the school will be located. Prosthetics/orthotics personnel and other
members of the rehabilitation team must be involved in the planning of service provision,
clinical/laboratory facilities, equipment and materials.
Any training programme should include a plan for monitoring the outcome of training
students throughout the training programme. The importance of setting criteria for the
assessment of training early within the planning phase of setting up a training course should
not be underestimated.
Page 15
SERVICES
The prosthetics and orthotics service is an integral part of the

health and rehabilitation services in a country. It is important that these services follow the
health care referral system of the country. In order to have an optimum access to prosthetics
and orthotics services throughout a country it needs to have a strong linkage with the primary
health care services and community-based rehabilitation programmes.
This document focuses on the training of personnel for the distribution of prosthetics and
orthotics services. It is not intended to be a guide for all aspects of the development of
services. However, some aspects of the services should be mentioned because they relate to
the development of personnel.
Where possible, people with disability should be consulted concerning the provision and
development of prosthetics and orthotics services. Prosthetics and orthotics provision and
related rehabilitation services should be linked to mainstreaming development activities and
poverty reduction strategy programmes.
The national planning for the provision of prosthetics and orthotics and rehabilitation services
is the responsibility of government. It is recommended that due consideration is given to
the plans and structure of the health services. Many international and non-governmental
organisations are involved in the provision of prosthetics and orthotics services and their
contributions also should be considered when formulating the plans. New services should
be developed within the national plan of the country. Prosthetics and orthotics provision and
related rehabilitation services should not be developed in isolation, but as an integral part of
the health services and in collaboration with the government.
It is recommended to develop services on different levels, these are:

National;
Provincial;
District/Zone.
It is recognised that when prosthetics and orthotics services are being developed they will
have to be progressively introduced.
Rehabilitation services at community level generally do not exist. Community-based
rehabilitation activities can assist people with disability to access proper prosthetic, orthotic
and rehabilitation services. For prosthetics and orthotics provision and related rehabilitation
services, community-based rehabilitation and outreach activities provide an important
connection to people with disability in the community.
Page 16
DISTRIBUTION
OF PERSONNEL AND SERVICES
The following calculation has been provided as an example
of an estimate of the prosthetics and orthotics personnel necessary for a population of
10,000,000 people in an ideal situation. All countries have different needs and resources and
the example shown provides only some guidance in estimating the numbers of personnel
required for prosthetics and orthotics services within a country. The calculation takes into
account:
• the number of disabled people in the country requiring prosthetic and orthotic
devices calculated at an incidence of 0.5%
• the rate of provision calculated on the basis of the supply of 1 device every 3
years to each individual
• numbers of prosthetics and orthotics centres required at the different levels:
- national centre = 1
- provincial centres = 2
- district centres = 10
• rates of persons referred per level:
- referrals from the community to the district level = 100%
(out of these, district facilities can cater the need of 80% and 20% need to be
referred to the provincial level)
- district level to provincial level = 20%
(out of 20% of the provincial referrals, 30% need to be referred further to the
national level)
- provincial level to national level = 30%
• the average the number of disabled people that can be treated per Category I/ Category
II professional per year is 250. Due to the complexity of the individual treatments at
the different levels a weighting factor needs to be applied to this number to determine
the number of people a professional can deal with each year:
- district centre = 1.2*250 = 300 disabled people per
Category II
- provincial centre = 1.0*250 = 250 disabled people per
Category I/II
- national centre = 0.5*250 = 125 disabled people per
Category I/II
Page 17
• the Category I/II professional: technician/bench worker (category III) ratio at the
different levels is as follows:
- district centre = 1:5
- provincial centre = 1:3
- national level = 1:1
Calculation of number of people requiring devices
Total number of population in a given area = 10,000,000*0.5/100 = 50,000
Number of devices required per year = 50,000/3 = 16,700(nearest round figure)
Number of referrals at District centers (100%) = 16,700
Numbers of devices at district centres (10 Centers) = 16,700*80/100 = 13,360
Numbers of referrals at provincial centres(2 Centers) = 16,700*20/100 = 3,340
Numbers of devices at provincial centers (2 Centers) = 3,340*70/100 = 2,340
(nearest round figure)
Number of devices at national centre (1 Center) = 3,340*30/100 = 1,000
(nearest round figure)
Numbers of Category I and/or Category II personnel required

At district centres (10): 13,360/300 = 45 Category II fully trained personnel
for 10 centres
= 5 Category II per district centre
At provincial centres (2): 2,340/250 = 10 Category II for 2 centres
= 5 Category II per provincial centre
At national centre (1): 1,000/125 = 8 Category I/II per national centre
Numbers of Category III personnel required
At district centre = 5*5 = 25 per district centre

At provincial centre = 7*3 = 21 per provincial centre
At national centre = 8*1 = 8 per national centre
Basic determination of the distribution of personnel and services
Every country could consider the above as a basis for prosthetics and orthotics service planning.
It is recommended that national plans should consider the final outcome within a given time
frame
Page 18
community-based
rehabilitation
Implementation of services could be planned step-by-step in an incremental fashion following
a prioritization of national needs and economic possibilities.
WHO has recognized that although most basic rehabilitation
activities can be carried out in the disabled person’s own community, many persons with
disabilities have to be referred to other rehabilitation services outside their own community.
Among this group are those persons who require prostheses and orthoses. This is because
prostheses and orthoses of an acceptable quality cannot realistically be made in every single
community within a country. This means that for the successful, widespread provision
of prosthetics and orthotics services there needs to be a strong relationship between the
specialized services and community-based rehabilitation programmes.
The relationship between prosthetics and orthotics services and community based
rehabilitation is outlined in a joint statement between WHO and ISPO which was the outcome
of wide consultation. It was first published in 1999 and revised in 2003 (Appendix H).
Identification of people with disabilities occurs by a number of methods including self-

referral, referral by community-based rehabilitation outreach programmes and referral from
other health and social facilities and services.
Services for people with disabilities who need prostheses and orthoses should include not only
the provision of the devices, but training regarding prevention of deformity and the use/care
of the device.
The quality of prosthetics and orthotics services must be at an appropriate level. In the interest
of quantity of service delivery, the issue of quality should not be ignored. Services developed
under a quality management system, will develop quantity of service. If a service focuses
primarily on numbers of devices delivered, quality improvement and maintenance of quality
standards of services will prove difficult.
Different technologies and materials are available for the production of prostheses/orthoses.
Sustainability of the service will depend on a number of factors, including that appropriate,
cost-effective and affordable technologies and materials are used. The subject of appropriate
technology was discussed fully in the ISPO Consensus Conference on Appropriate Prosthetic
Technology for Developing Countries held in Phnom Penh, Cambodia in 1995 (ISPO, 1996)
and the ISPO Consensus Conference on Appropriate Orthopaedic Technology for Low
Income Countries held in Moshi, Tanzania in 2000 (ISPO, 2001). These conferences were
held in collaboration with the Leahy War Victims Fund of the United States Agency for
Page 19
International Development (USAID) and WHO. Copies of the reports of these conferences are
available from ISPO.
Personnel and services for people with disabilities are needed throughout developing countries.
With a view to the long-term goal of providing services to all people, short-term goals should be
set for the development of the necessary personnel and services. Over the relatively short span of
ten years, an impact can be made by meeting short-term goals each year.
Page 20
Annex A - Professional profile Category I
A. PROFESSIONAL PROFILE FOR CATEGORY I

(PROSTHETIST/ORTHOTIST, ORTHOPAEDIC ENGINEER, ORTHOPAEDIC MEISTER ETC.)
The following professional profile has its basis in the Report of the United Nations Inter-Regional Seminar
on Standards for the Training of Prosthetists (UN, 1968) - the so-called Holte Report. It has moreover been
modified to comply with Guidelines for Training Personnel in Developing Countries for Prosthetic and Orthotic
Services (WHO, 1990), further refined by the Education and Certification Committees of ISPO and finally
updated at the WHO/ISPO Consultation on Training Personnel in Developing Countries for Prosthetics and
Orthotics Services, Glasgow, 2003. Lastly, it was finalised at the ISPO European Conference for Education in
Prosthetics and Orthotics (2004) with further edits performed by the ISPO Education Committee.
A.1 Prosthetics/orthotics service
Formulation of treatment
A.1.1 Participates as full or equal member of the clinic team; takes actively part in the examination
and prescription; and designs the prosthetic/orthotic device, including the socket or body/
device interface, suspension and selection of proper components.
A.1.2 Assists and advises on relevant aspects of pre-surgical, post-surgical, medical and therapeutic
management of individuals requiring prosthetic/orthotic devices.
A.1.3 Records and reports any pertinent information regarding patients and patients’ families,
including a determination of expectations and needs.
A.1.4 Communicates appropriate information to the patients and their families.
A.1.5 Guarantees the full inclusion of the patient or customer in the treatment planning and decision
making.
Fitting, fabrication and treatment
A.1.6 Supervises and directs the activities of individuals in Category-II (orthopaedic technologist)
and Category-III (orthopaedic technician) in fitting and fabrication.
A.1.7 Identifies physical and other relevant characteristics that may effect the treatment of the
patient.
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A.1.8 Formulates prosthetic or orthotic designs, including selection of materials, components and
assistive mobility devices as well as seating and advising on the provision of wheelchairs.
A.1.9 Takes all casts and measurements that are necessary for proper fabrication and fitting.
A.1.10 Modifies positive and/or negative models and/or layout of design and/or digital images to
obtain optimal fit and alignment.
A.1.11 Carries out fitting, static and dynamic alignment and, where appropriate, preliminary training
and initial check-out.
A.1.12 Performs and/or supervises fabrication of the prosthesis or orthosis.
Evaluation and follow-up
A.1.13 Advises the team and participates directly in final check-out and evaluation of fit, function and
cosmesis.
A.1.14 Instructs the patient or family in the use and care of the device.
A.1.15 Takes part in follow-up procedures as well as maintenance, repairs and replacement of the
appliance.
A.1.16 Recognises the need to repeat any of the identified steps in order to optimise fit and function.
A.1.17 Collaborates and consults with others engaged in the management of the patient.
A.2 Management and supervision
A.2.1 Supervises the activity of support staff as appropriate.
A.2.2 Manages clinical and laboratory/workshop activities assigned to him/her, including:

• use and maintenance of tools and equipment
• maintenance of safe working environment and procedures
• inventory and stock control
• personnel matters
• financial matters
• appropriate record keeping
• total quality management
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A.2.3 Identifies and introduces improved job methods for increasing efficiency.
A.2.4 Interacts with professional groups and, where appropriate, governmental and non-
governmental agencies.
A.2.5 Takes part in planning, development and implementation of technical orthopaedic care
systems.
A.3 Training and education
A.3.1 Supervises and conducts the education and training of individuals in Category-I (prosthetists/
orthotists), Category-II (orthopaedic technologists) and Category-III (technicians).
A.3.2 Lectures and demonstrates to colleagues in his/her profession and other professionals
concerned with prosthetics/orthotics and also to other interested groups.
A.3.3 Is required to take part in and contribute to the process of continuing professional
development.
A.3.4 Critically evaluates new developments in prosthetics/orthotics for inclusion in a teaching

syllabus.
A.3.5 Keeps up to date with new teaching techniques.
A.4 Community services
A.4.1 Makes a professional contribution to and takes part in community rehabilitation programmes
related to prosthetics/orthotics.
A.5 Research and development
A.5.1 Conducts continuing evaluation of his/her activities.
A.5.2 Develops and actively participates in formal evaluation and research programmes.
A.5.3 Participates in scientific/professional meetings and contributes papers to scientific/professional

journals.
A.5.4 Use outcome measures to review treatment procedures to determine best practice.
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A.6 Medical, legal and ethical requirements
2.6.1 Provides patient care within a recognised prosthetics/orthotics code of ethics.
2.6.2 Provides patient care which complies with medical/legal requirements.

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Annex B - Guidelines for training Category I personnel

(based on the ISPO Information Package (ISPO, 2002a))
B LEARNING OBJECTIVES OF COURSE FOR CATEGORY I
The following outlines learning objectives of a course for Category I workers in respect of closely supervised
practical instruction (4.1) and clinical practice (4.2) followed by theoretical subjects (4.3 to 4.12). It should be
emphasised that this document defines a set of key objectives, but does not include additional subjects that may
be required to meet cultural, legal or customary requirements local higher education standards. In respect to the
supervised practical instruction, regional requirements may also influence the emphasis on particular pathologies
in areas of patient treatment. Within the learning objectives it is recognised that there are different levels of
learning, every attempt has been made to reflect the necessary level of learning within each of the subject areas
presented.
It should also be noted that the course which encompasses these learning objectives will normally be of three or
four years duration full-time study and the entrants will have satisfied University entrance requirements (12/13
years schooling). This provides guidance as to the expected level of the course and its place within the national
educational framework.
CORE SUBJECTS
Practical
• Prosthetics and Orthotic Science - Practical
• Clinical Practice
Theoretical
• Prosthetics and Orthotic Science - Theory
• Anatomy and Physiology
• Pathology
• Mechanices and Biomechanics
• Clinical Studies
• Clinical Practice
SECONDARY SUBJECTS
• Clinic, Workshop and Business Management

• Workshop Technology
• Electro Technology
• Research Methods in Health
Organisation of Category I Subjects
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CORE SUBJECTS
Core Practical Subjects
B.1 Prosthetic and Orthotic Science – Practical
The basis of “Prosthetics and Orthotics Science – Practical” is the closely supervised practical instruction of
students in the manufacturing and fitting of devices and in the clinical and technical aspects of prosthetic and
orthotics. Upon conclusion of the subject students should be able to demonstrate basic skills necessary to
deliver devices to patients. S/he will understand and appreciate the choice of treatment/rehab planning, device
design, component selection and broader prescription methodology. S/he will have an appreciation of the client
centred approach, understanding the clients role and the role of or her health care professional’s role in making
these choices. This should include the supervised manufacture and fitting of all common devices and at least
exposure to the range of devices not routinely seen in clinical practice..
Upon completion of this subject the student will be able to:
• Assess the medical condition of a patient related to their orthotic or prosthetic management using
appropriate investigative techniques which include patient history taking and clinical testing.
• Formulate an optimal orthotic or prosthetic solution using information from the patient assessment,
other members of the rehabilitation team, medical charts, etc.
• Communicate and discuss patient goals and expectations and discuss and debate the orthotic or
prosthetic management with the patient, co-workers and other members of the rehabilitation team.
• Reliably measure and capture a positive cast or image of clients’ appendage while correctly
positioning the body part and if appropriate apply the necessary corrective force system.
• Create the final design of the orthosis through modification of the positive cast and/or tracing of the
body part or, when indicated, measure and fit prefabricated devices.
• Identify, prescribe and justify selection of appropriate materials and componentry in the construction
of the device.
• Construct the device using appropriate fabrication techniques in preparation for the initial fitting.
• Fit the device to the patient using static and dynamic functional criteria established from the original
assessment.
• Evaluate the quality of the device fit to ensure the appropriate interface contouring, force application
and trimlines.
• Identify problems related to device fit and/or alignment and be able to suggest and implement
appropriate correction.
• Assess and solve orthotic and prosthetic problems as part of long term patient care.
• Maintain accurate records of patient treatment and follow up as well as confidentiality of such
information.
• Communicate effectively with patient, co-workers, and other health care professionals in such a
manner that will ensure the highest quality of service and reflect a professional attitude on the part of
the student.
• Educate the client and/or caregiver on use, care and function of the device.
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• Understand the methodology of problem idebtification, problem solving in a process that includes all
stake holders, with the client at the centre.
The following areas of practice should be addressed:
o partial foot prosthetics;

o ankle disarticulation prosthetics;
o trans-tibial prosthetics;
o knee disarticulation prosthetics;
o trans-femoral prosthetics;
o hip disarticulation and hemipelvectomy prosthetics;
o partial hand prosthetics;

o wrist disarticulation prosthetics;
o trans-radial prosthetics;
o elbow disarticulation prosthetics;
o trans-humeral prosthetics;
o shoulder disarticulation and forequarter prosthetics;
o foot orthotics;
o ankle-foot orthotics;
o knee orthotics;
o knee-ankle-foot orthotics;
o hip orthotics;
o hip-knee-ankle-foot orthotics;
o hand orthotics;
o wrist-hand orthotics;
o elbow orthotics;
o elbow-wrist-hand orthotics;
o shoulder orthotics;
o shoulder-elbow-wrist-hand orthotics;
o sacro-iliac orthotics;
o lumbo-sacral orthotics;
o thoraco-lumbar orthotics;
o thoraco-lumbo-sacral orthotics;
o cervical orthotics;
o cervico-thoraco-lumbo-sacral orthotics;
o orthopaedic footwear and shoe modifications;

o fracture bracing.
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B.2 Clinical Practice
The student will have experience in the clinical environment of supplying prostheses and orthoses to patients
undergoing treatment. This experience should cover as wide a range as possible but with emphasis on the major
levels of provision. The aim is to develop skills in:
• Assessment and prescription

• Communication
• Clinical provision of prostheses and orthoses
• Manufacture of prostheses and orthoses
• Interpersonal relationships
• Professional activity
• Communication
• Organisation and management
• Clinical research
• Contributing too and learning from the clinic team
Where the clinical practice takes place in centres other than the main teaching institution such clinical placement
centres must satisfy specified standards of the teaching institution and the student’s work must be supervised by a
Category I professional who is accountable to the school.
Core Theoretical Subjects
B.3 Prosthetic and Orthotic Science – Theory
This subject is delivered in a coordinated manner with the Practical part of the Orthotic and Prosthetic Science
course. The student will be required to acquire and comprehend the necessary theoretical knowledge and to be
able to integrate this effectively in clinical practice.
Upon completion of this subject the student will be able to:
• Compare and contrast strategies for clinical assessment of patients and describe appropriate
investigative techniques including patient history taking and physical examination.
• Recognize and describe the signs and symptoms of the most common pathologies which require
orthotic and prosthetic solutions including, aetiology, clinical presentation, prognosis and appropriate
device management.
• Have an understanding of clinical conditions that may indirectly impact on the clients ability to
successfully rehabilitate using the device.
• Demonstrate empathy between P&O theory and the environment in which the client is situated.
• Distinguish between the physical characteristics of the limbs and discuss the relative implication for
device design.
• Describe and compare temporospatial and kinematic characteristics of normal and pathological gait
and use this information to justify the selection and design of appropriate devices.
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• Discuss biomechanical force systems and use these principles in generating an appropriate orthotic
or prosthetic prescription.
• Describe the mechanics of materials and be able to apply these concepts to the design and
construction of devices.
• Compare and contrast the functional characteristics of prosthetic and orthotic components.
• Formulate appropriate prosthetic and orthotic prescriptions for a wide range clinical situations.
• Understand and describe the roles of key members of the rehabilitation team and identify how they
interrelate with the orthotist/prosthetist.
• Identify and describe common surgical techniques and how they may influence prosthetic and
orthotic fit and design.
B.4 Anatomy and physiology
Upon completion of a category one course in prosthetics and orthotics, student should be able to:
• Describe and explain cell biology.

• Explain and give examples of basic tissues, their properties and structure.
• Compare and contrast the structure and properties of biological substances (ie: blood, lymphatic
fluids, serum).
• Describe parts and organs of the body by systems including;
integumentary system
skeletal system
articular system
muscular system
nervous system
circulatory system
respiratory system
urinary system
reproductive system
endocrine system
digestive system
• Explain the process of human growth and development.
• Demonstrate competence in identifying and differentiating between surface anatomical structures of
the lower limb, upper limb spine and trunk;
• Understand the inter-relations between the systems described. (I mean, they should know origin,
insertion, nerve connection and blood supply of each muscle,,, that’s just one example)
• Describe and relate the structure and function of the upper and lower limbs to clinical pathologies;
• Synthesise and apply the principles of anatomy and physiology to describe the human locomotor
system.
The student should understand the function of individual joints and muscles and be proficient in explaining
their interaction. He/she should be knowledgeable in the area of clinical conditions and be able to analyse
them by means of appropriate measuring instruments as well as by applying his/her knowledge of range of
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motion in order to be able to identify a viable prosthetic/orthotic treatment. The student should recognise that
biomechanical as well as pathological factors must be viewed concurrently with anatomical factors.
B.5 Pathology
The student should be able to meet the following learning objectives.
• Describe the basic pathological processes that underlie disease (eg: cell injury and necrosis,
inflammation and healing, ischemia, infarction and neoplasia);
• Apply knowledge of basic pathological processes to explain the etiology, pathogenesis, structural
and functional manifestations of diseases commonly encountered in clinical practice, including relevant
conditions affecting locomotion and body systems (circulatory system, respiratory systems,
musculoskeletal system and nervous system.
• Discuss the pathophysiology of abnormalities present at birth (congenital deficiencies).
The student should be able to describe and contrast the aetiology and progression of diseases and to identify
early signs and symptoms of conditions that are commonly encountered by prosthetists/orthotists. In addition,
s/he should be able to advise on care and appropriate treatment options. Specific conditions covered should
include;
• demyelination disorders;
• skin disorders;
• upper motor neurone disorders;
• lower motor neurone disorders;
• diabetes mellitus
• Hansen disease
• peripheral vascular disease;
• age related disabilities;
• spinal injuries;
• joint and skeletal disorders;
• trauma and post traumatic conditions;
• overuse syndromes.
The students should have a basic understanding of surgical techniques commonly encountered by the clinical
team and should be encouraged to witness relevant surgeries and have a baseline understanding of post surgical
care.
B.6 Mechanics and biomechanics
Students should be able to:
Mechanics
• Demonstrate an ability to utilize appropriate terminology and units to describe mechanical principles.
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• Derive free body diagrams in order to describe clinical problems and generate treatment solutions.
• Apply the mechanical principles of statics and dynamics to quantify and explain linear and angular
motion of the human body.
• Apply the concepts of stress and strain in the analysis of basic structural elements.
• Determine and draw diagrams for internal forces and bending moments (axial forces, shear forces,
moments and torques) in a structural member.
• Explain the principles of composition and resolution of forces and use these principles to solve
clinical problems.
• Discuss the concepts of work energy and power.
• Explain the principles of fluid mechanics and describe how the principles can be applied in clinical
situations.
• Explain mechanisms underlying failure of structures under deformation.
Biomechanics
The understanding of Bio-mechanical principles of Prosthetics and Orthotics will be the foundation of the work
of the graduate P&O practitioner. It is essential they have a sound theoretical knowledge of the subject and are
able to demonstrate the rigorous application of these principles to practical P&O situations and in the analysis of
those situations
• Demonstrate an ability to apply principles of tissue mechanics to explain the principles of P&O
treatment, (involving various force systems) and the practical problems encountered in prosthetics and
orthotics.
• Use biomechanical terminology to describe position and motion of the human body.
• Discuss mechanical principles governing human motion.
• Utilise temporospatial, kinematic and kinetic information to distinguish between normal and
abnormal function of the upper limbs, lower limbs and spine.
• Analyse the forces at a skeletal joint for various static and dynamic activities.
• Demonstrate the ability to analyse forces and moments applied to the body by prosthetic and orthotic
devices.
• Apply biomechanical principles to generate optimal solutions to clinical problems in prosthetics and
orthotics.
• understand the concepts of differentiation and integration and evaluate derivatives and integrals of a
function.
B.7 Clinical Studies
Students should be able to perform the following tasks related to clinical practice.
• Describe and discuss the principles underlying evidence based practice

• Compare, contrast and criticise relevant literature in order to determine the best available evidence
regarding treatment modalities for specific clinical problems.
• Recognise members of the clinic team and identify benefits associated with a team approach.
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• Describe and discuss theoretical principles of rehabilitation.

• Describe theories related to the psychology of loss and disability.
• Demonstrate safe methods for handling and moving patients.
• Describe and discuss issues related to medical ethics.
• Demonstrate and appreciation of emotional intelligence.
• Apply client centered service delivery.
• Manage gender and cultural awareness.
• Comply with cross infection and hygiene standards.
• Understanding of the mechanism for “care in the community” and to comprehend how post rehab is
synthesized.
B.8 Materials technology
Upon completion of a prosthetics and orthotics program students should be able to:
• Explain the important properties of various types of materials: metals, ceramics, polymers, and
composites.
• Describe the relationships that exist between the structural elements of these materials and their
characteristics.
• Explain mechanical and failure behavior of these materials, along with techniques used to improve
the mechanical and failure properties in terms of alteration of structural elements.
• Describe the basis for the selection of different materials for specific prosthetic and orthotic
applications.
• Demonstrate knowledge of toxicity and safety issues associated with the use of specific materials.
SECONDARY SUBJECTS
B.9 Clinic, workshop and business management

Students should:
• Posess knowledge and understanding of techniques related to the design, planning, control and
improvement of service and manufacturing operations.
• demonstrate basic knowledge of business management practices such as cost calculations and
accounting processes.
• address issues related to clinic management including, appointment systems and record keeping.
• discuss the importance of quality control and workflow management.
• Apply appropriate inventory management protocols.
• Understand and discuss the benefits associate with the use of quality assurance systems.
• Understand the organization of the workplace environment.
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B.10 Workshop technology
Students should have compentence in practising effectively and safely within a workshop environment. Students
should:
• Be familiar with the occupational health and safety policy and procedures in the workplace.
• Demonstrate proficiency in the use of hand tools and machine tools commonly used in the
fabrication of orthopaedic devices.
• Describe the principles of computer aided design computer aided manufacture
B.11 Electrotechnology
The student will have knowledge of basic principles of electricity with particular reference to applications in
prosthetics, orthotics and workshop practice. This should include;
• DC circuits;
• inductance and capacitance;
• AC circuits;
• power supplies;
• amplifiers;
• feedback;
• interference rejection techniques;
• myoelectrodes.
B.12 Research methods in health
The student will have a knowledge of the following areas of mathematics and their application to mechanics,
biomechanics and prosthetics and orthotics:

• Analyse, describe, interpret and present information contained in various data sets
• To examine the concepts of estimation and hypothesis testing with applications to population
proportions, means, variances
• perform effective descriptive statistical analysis as well as statistical inference for a variety of
mainstream applications
• Understand probabilistic reasoning and compute probabilities for simple problems.
• Use appropriate empirical and probability distributions to model data.
• interpret the output from regression analysis and be aware of limitations of standard interpretations
• determine the appropriate statistical tests to use for a variety of research questions
• Formulate an appropriate research plan in order to solve a clinical problem
• Conduct a basic research study in order to solve a clinical problem
• Synthesise results of a research study and communicate them in written and oral form.
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Annex C - Professional profile Category II
C. PROFESSIONAL PROFILE FOR CATEGORY II (ORTHOPAEDIC TECHNOLOGIST)
The following professional profile is specific to workers in low income countries. The Category II professional
is a compromise to replace the Category I professional if not available or affordable in low income countries. Its
origin is in the Guidelines for Training Personnel in Developing Countries for Prosthetic and Orthotic Services
(WHO, 1990), it has been further refined by ISPO to ensure compliance with its categorization system and
finally updated at the WHO/ISPO Consultation on Training Personnel in Developing Countries for Prosthetics
and Orthotics Services, Glasgow, 2003.
C.1 Prosthetics/orthotics service
Formulation of treatment
C.1.1 In the absence of a Category I professional participates as full member of the clinic team; takes
part in the examination and prescription; and advises on the design of the prosthetic/orthotic
device interface, suspension and selection of the proper components.
C.1.2 Assists and advises on relevant aspects of pre-surgical, post-surgical, medical and therapeutic
management of individuals requiring prosthetic/ orthotic devices.
C.1.3 Records and reports any pertinent information regarding patients/users and their families,
including a determination of expectations and needs.
C.1.4 Communicates appropriate information to patients/users and their families.
Fitting, fabrication and treatment
C.1.5 Identifies physical and other relevant characteristics of the patient/user.
C.1.6 Formulates a range of prosthetic or orthotic designs including selection of materials,

components and additional aids.
C.1.7 Takes all casts and measurements required for proper fabrication and fitting.
C.1.8 Modifies positive and/or negative models and/or layouts of design to obtain optimal fit and
alignment.
C.1.9 Carries out fitting, static and dynamic alignment and, where appropriate, preliminary training
and initial check-out.
C.1.10 Performs and/or supervises fabrication of the prosthesis or orthosis.
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Evaluation and follow-up
C.1.11 Advises the team and participates directly in final check-out and evaluation of fit, function and
cosmesis.
C.1.12 Instructs the patient/user or family in the use and care of the device.
C.1.13 Takes part in follow-up procedures as well as maintenance, repair and replacement of the
appliance.
C.1.14 Recognises the need to repeat any of the identified steps in order to
optimise fit and function.
C.1.15 Collaborates and consults with others engaged in the management of the patient/user.
C.2 Management and supervision
C.2.1 Supervises the activity of supporting staff as appropriate.
C.2.2 Manages clinical and laboratory/workshop activities assigned to him/her, including:

C.2.3 Devises improved job methods for increasing efficiency.
C.2.4 Interacts with professional groups (as well as) and, where appropriate, governmental and non-
governmental agencies.
C.2.5 Takes part in planning and implementation of technical orthopaedic care systems.
C.3 Training and education
C.3.1 May supervise and take part in the training of individuals in Category II (orthopaedic
technologists) and Category III (technicians/bench workers).
C.3.2 May lecture and demonstrate to colleagues in his profession and other professionals concerned
with prosthetics/orthotics and also to community and other interested groups.
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C.3.3 Is required to take part in and contribute to the process of continuing professional
development.
C.3.4 Keeps abreast of new developments concerning prosthetics/orthotics and teaching techniques.
C.4 Community services
C.4.1 Makes a professional contribution to and takes part in community rehabilitation programmes.
C.5 Medical, legal and ethical requirements
C.5.1 Provides patient/user care within a recognised prosthetics/orthotics code of ethics.
C.5.2 Provides patient/user care, which complies with medical/legal requirements.
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Annex D - Guidelines for training Category II personnel

(based on the ISPO Information Package ISPO, 2002b)
D. LEARNING OBJECTIVES OF COURSE FOR CATEGORY II
The following outlines the learning objectives of a course for Category II personnel in respect of theoretical
subjects (D.1 to D.9) and closely supervised practical instruction (D.10). It should be emphasised that this is
a guideline and local variations may still produce an acceptable course. In respect of the supervised practical
instruction, regional requirements may influence the emphasis in areas of prosthetics/orthotics service. However,
the outline in D.10 is considered to represent the minimum essential elements of prosthetic and orthotics practice
which should be contained within the learning objectives. Where possible, other elements of provision should
also be included.
It is also noted again that the course which encompasses these learning objectives will normally be of three years
duration full-time study and the entrants will have completed Ordinary (‘O’) level or equivalent schooling (11
years schooling). This provides guidance as to the expected level of the course and its place within the national
educational framework.
D.1 Anatomy and physiology
In the area of anatomy and physiology the student should have knowledge of the following:
• basic cell biology and histology;

• the structure of the skeletal system, particularly the bones and joints of the lower and upper limbs,
the shoulder girdle, the spine and the thorax;
• the structure and function of the muscular system, with emphasis on the muscular systems of the
lower and upper limbs, the shoulder girdle and the spine and thorax;
• the structure and function of joints, including axes of rotation, range of movements and stabilisation;
• consideration of the body as a whole system, identification of physiological deviations and of their
significance;
• the nervous system, tissues, cardiovascular system, pulmonary system, immune system, endocrine
system, and the secretory organs.
The student should have an understanding of the function of individual joints and muscles and be proficient
in explaining their interaction. He/she should be knowledgeable in the area of pathological deviations and be
able to analyse them by means of appropriate measuring instruments as well as by applying his/her knowledge
of range of motion in order to be able to identify a viable prosthetics/orthotics treatment. The student should
recognise that biomechanical as well as pathological factors must be viewed concurrently with anatomical
factors.
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D.2 Pathology
The student will have an understanding of the following areas:
• inflammatory diseases;
• degenerative diseases;
• post-traumatic conditions;
• tumours;
• metabolic disorder;
• abnormalities present at birth (congenital deformities);
• aseptic bone necrosis;
• paralysis resulting from nerve lesion;
• circulatory disorders;
• amputations;
• post-traumatic osteoporosis;
• diseases of the spine;
• spinal and thoracic deformities;
• diseases of the pelvis and hip;
• diseases of the knee;
• diseases of the foot;
• diseases of the shoulder, elbow and hand;
• limb deformities;
• skin disorders and wound repair.
The student should be able to comment on the aetiology and progression of the disease in question, as well
as on its care and treatment. He/she must demonstrate proficiency in anatomy, physiology, biomechanics and
pathology as well as the ability to coordinate these factors and arrive at the appropriate end result in his/her role
as an orthopaedic technologist.
D.3 Biomechanics and prosthetics and orthotics science
The student should have an understanding of the following topics:
• the anatomical planes and reference points of the body;

• prosthetics and orthotics measurement techniques;
• anatomical joint types, their functions and interaction;
• muscle physiology and biomechanics in relation to joint functions;
• the interaction of anatomical joints and prosthetic/orthotic joints;
• normal human locomotion and the gait cycle;
• kinetic and kinematic analysis and the calculation of external and internal force actions;
• biomechanics of the lower limb;
• lower limb prosthetic components and their application;
• stump/socket forces and lower limb socket design;
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• bench, static and dynamic alignment of lower limb prostheses with reference to biomechanical
implications;
• pathological gait, its analysis and the application of appropriate orthotic treatment;- body/orthoses
forces and interface design;
• orthoses for lower limb diseases;
• lower limb orthoses for upper motor neurone diseases;
• lower limb orthotic components and their application;
• biomechanics of the spine and thorax;
• orthoses for diseases and deformation of the spine and thorax;
• biomechanics of the upper limb;
* - upper limb prosthetics fitting, alignment and function;
* - upper limb prosthetic components and their application;
* - upper limb orthotics fitting, alignment and function;
* - upper limb orthotic components and their application.
The student requires the above knowledge in order to provide optimal prosthetics and orthoticss care to the user.
* these subjects should be included according to regional need and demand.
D.4 Mathematics
The students will have a knowledge of the following areas of mathematics and their applications to
Biomechanics and Prosthetics and Orthotics Science:
• elementary mathematics: simple algebraic manipulation, indices, logarithms, solution of equations,

trigonometric functions, standard trigonometric identities, solution of simple trigonometric
equations;
• functions: polynomial, rational, exponential, logarithmic;
• differentiation: simple techniques, use in optimisation and curve sketching;
• integration: simple techniques, evaluation of areas, use of approximation procedures;
• differential equations: first order equations, uses in biological modelling;
• mastery and proper usage of resources such as mathematical tables, formulae and calculators.
D.5 Mechanics
The student will have an understanding of the applications of the following in the area of Biomechanics and
Prosthetics and Orthotics Science:
• terminology and units;

• vector and scalar quantities;
• linear/angular motion and motion of a solid body;
• resolution of forces and moments in two dimensions;
• equations of equilibrium;
• free body diagrams;
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• calculations of centre of gravity and mass;

• Newton's Laws of Motion;
• work, power and energy;
• strength of materials: stress, strain and Hooke's Law.
D.6 Materials technology
The student will have an understanding of the characteristics, properties and the processing of the following
commonly used materials with particular reference to their applications in prosthetics and orthotics:
• steel and its alloys;

• non-ferrous metals and their alloys;
• plastics: thermoforming, thermosetting, composites;
• wood;
• leather;
• plaster of Paris;
• adhesives.
D.7 Workshop technology
The student will understand and be able to apply, in the field of orthopaedic technology, the following areas of
knowledge:
• hand tools: their selection, use and maintenance;

• measuring instruments: use and methods of application;
• machine tools: selection, installation, use and maintenance;
• welding processes and equipment for metals and plastics;
• sewing machines: selection, use and maintenance;
• general equipment: ovens, compressors, vacuum pumps, fume and dust extraction apparatus;
• workshop layout;
• health and safety regulations and practice.
D.8 Clinic, workshop and business management
The student will have knowledge of the theory and application of:
• materials acquisition, handling and stock control;

• workforce management;
• production cost calculations;
• budgeting, invoicing, receipting and accounting;
• clinic management, appointment systems, record keeping;
• property management, care and maintenance;
• environmental/ecological considerations.
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D.9 Technical drawing
The student will have knowledge and practice in the following:
• isometric sketching and three-dimensional visualisation;

• first and third angle projection;
• auxiliary views and sections;
• use of drawing standards;
• application of machining tolerances;
• simple assembly drawings;
• applications in orthopaedic technology.
D.10 Workshop and clinical practice
The student will be proficient in the following practical areas and clinical applications with an understanding
based on the integration of his/her theoretical studies:
• general workshop practice: use of hand tools, machine tools and materials, component production;
• patient/user examinations and prescription;
• measuring and casting, cast rectification, fabrication, fitting, aligning and finishing the following
devices:
- ankle disarticulation/partial foot prostheses

- trans-tibial prostheses
- knee disarticulation prostheses
- trans-femoral prostheses
- shoe modifications
- shoe inserts/foot orthoses
- ankle-foot orthoses
- knee-ankle-foot orthoses
- hip-knee-ankle-foot orthoses
- cervical orthoses
- cervico-thoraco-lumbo-sacral orthoses
- wrist-hand orthoses
The above represents the essential learning objectives in respect of prosthetics/orthotics provision for Category II
professionals. Where possible, it is desirable to give instructions and/or practice in other levels of provision.
N.B. Modular courses for Lower Limb Prosthetics Technologists, Upper Limb Orthotics Technologists and
Upper Limb Prosthetics/Orthotics and Spinal Orthotics Technologists should use the relevant parts of the
above curriculum.
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Annex E - Professional profile Category III
E. PROFESSIONAL PROFILE FOR CATEGORY III (PROSTHETICS/ORTHOTICS

TECHNICIAN/BENCH WORKER)
The following professional profile has its basis in the Report of the United Nations Inter-Regional Seminar on
Standards for the Training of Prosthetists (UN, 1968) - the so-called Holte Report. It has moreover been modified
to comply with Guidelines for Training Personnel in Developing Countries for Prosthetic and Orthotic Services
(WHO, 1990), further refined by the Education Committee of ISPO and finally updated at the WHO/ISPO
Consultation on Training Personnel in Developing Countries for Prosthetics and Orthotics Services, Glasgow,
2003.
E.1 Prosthetics/orthotics fabrication
In direct assistance to the Category I professional (prosthetist/orthotist) or Category II professional (orthopaedic

technologist):
E.1.1 Fabricates and assembles prosthetic/orthotic devices, including component parts, sockets,
suspension systems as designed by the Category I or Category II professional;
E.1.2 Performs bench alignment of the device to the specifications of the Category I or Category II
personnel;
E.1.3 As directed assists the Category I or Category II personnel in fitting and aligning activities
with patients/users;
E.1.4 As directed performs finishing operations on prostheses and orthoses, including the use of
alignment transfer tools and equipment;
E.1.5 Reports any pertinent information regarding the device to the prosthetist/orthotist;
E.1.6 Takes part in follow-up procedures in respect of maintenance, repair and replacement of the
appliance;
E.1.7 Is responsible for the care and economical use of laboratory materials, equipment and tools.
E.2 Management and supervision
E.2.1 Supervises the activity of supporting staff as appropriate.
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E.2.2 Manages laboratory/workshop activities assigned to him, including:

E.2.3 Devises improved job methods for increasing efficiency.
E.2.4 Reports to the prosthetist/orthotist on special needs regarding laboratory materials, equipment
and tools.
E.3 Training and education
E.3.1 May supervise and take part in the training of individuals in Category III (technicians/bench
workers).
E.3.2 Is required to take part in and contribute to the process of continuing professional
development.
E.3.3 Keeps abreast of new developments in materials, tools, equipment and processes which apply
to his duties in the laboratory.
E.4 Medical, legal and ethical requirements
E.4.1 Complies with any medical/legal or ethical requirements of the employing institution.
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Annex F - Guidelines for training Category III personnel

(based on the ISPO Information Package (ISPO, 2002b))
F. LEARNING OBJECTIVES OF COURSE FOR CATEGORY III
The following outlines the learning objectives of a course for Category III personnel in respect of theoretical
subjects (F.1 to F.9) and closely supervised practical instruction (F.10). It should be emphasised that this is
a guideline and local variations may produce an acceptable course. In respect of the supervised practical
instruction, regional requirements may influence the emphasis in areas of prosthetics/orthotics service. However,
the outline in F.10 is considered to represent the minimum essential elements of prosthetics and orthotics practice
which should be contained within the learning objective for a course to produce a technician qualified in all areas
of prosthetics and orthotics. Where possible other elements of provision should also be included.
It is also noted that courses which encompass these learning objectives may have different structures. For example
a course may be offered within a formal college or school environment or it may be offered as structured “on the
job” training augmented by formal teaching. For guidance a course offered in a formal school environment
would be of about 2 years duration while an “on the job” or in-house programme might be of about 4 years.
Entrants to this training will have adequate schooling to permit them to benefit from the theoretical teaching.
F.1 Anatomy
In the area of anatomy the student should have basic knowledge of the following:
• the structure of the skeletal system, particularly the bones and joints of the lower and upper limbs,
the shoulder girdle, the spine and the thorax;
• the structure and function of the muscular system, with emphasis on the muscular systems of the
lower and upper limbs, the shoulder girdle and the spine and thorax;
• the structure and function of joints, including axes of rotation, range of movements and stabilisation;
• introduction to the nervous system:
The student should have a basic understanding of the musculo-skeletal system. He/she should be familiar with
the relevant anatomical terminology
F.2 Pathology
The student will have an introduction to the following areas:
• paralysis resulting from nerve lesions, stroke and other causes;

• amputations and amputation levels;
• spinal and thoracic deformities;
• limb deformities.
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The student should have a knowledge of the pathological conditions giving rise to prosthetics/orthotics provision
and be familiar with the relevant terminology.
F.3 Biomechanics (alignment principles)
The student should have an understanding of the following topics:
• the anatomical planes and reference points of the body;

• prosthetics and orthotics measurement techniques;
• the interaction of anatomical joints and prosthetic/orthotic joints;
• lower limb prosthetic components and their application;
• bench, static and dynamic alignment of lower limb prostheses with reference to biomechanical
implications;
• orthoses for lower limb diseases;
• lower limb orthotic components and their application;
• orthoses for diseases and deformation of the spine and thorax;
• upper limb prosthetic alignment and function
• upper limb prosthetic components and their application;
• upper limb orthotic fitting, alignment and function;
• upper limb orthotic components and their application.
The student requires the above knowledge in order to fabricate prosthetic and orthotic devices.
F.4 Elementary mathematics
The student will have a knowledge of the following areas of elementary mathematics and their application.
• simple algebraic manipulation;

• indices;
• solution of simple equations;
• geometry;
• trigonometric functions;
• solution of simple trigonometric equations;
• use of calculators and mathematical tables.
F.5 Materials technology
The student will have an understanding of the characteristics, properties and the processing of the following
commonly used materials with particular reference to their applications in prosthetics and orthotics:
• steel and its alloys;

• non-ferrous metals and their alloys;
• plastics: thermoforming, thermosetting, composites;
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• wood;
• leather;
• plaster of Paris;
• adhesives.
F.6 Workshop technology
The student will understand and be able to apply, in the field of orthopaedic technology, the following areas of
knowledge:
• hand tools: their selection, use and maintenance;

• measuring instruments: use and methods of application;
• machine tools: selection, installation, use and maintenance;
• welding processes and equipment for metals and plastics;
• sewing machines: selection, use and maintenance;
• general equipment: ovens, compressors, vacuum pumps, fume and dust extraction apparatus;
• workshop layout;
• health and safety regulations and practice.
F.7 Graphical communication
The student will have knowledge and practice in the following:
• isometric sketching and three-dimensional visualisation;

• first and third angle projection;
• auxiliary views and sections;
• use of drawing standards;
• application of machining tolerances;
• simple assembly drawings;
• applications in orthopaedic technology.
F.8 Prosthetics and orthotics services
The student will have an appreciation of:
• the clinic team, functions and members;

• prosthetics and orthotics personnel;
• ethical considerations;
• prosthetics and orthotics care systems.
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F.9 Clinical sciences
The student will by observation have an experience of:
• patient/user examination;
• measurement and casting;
• cast rectification;
• dynamic alignment, fitting and delivery.
F.10 Workshop practice
The student will be proficient in the following practical areas with an understanding based on the integration of
his/her theoretical studies:
• general workshop practice: use of hand tools, machine tools and materials;
• fabrication, bench, alignment and finishing the following devices:
• partial foot prosthetics;

• ankle disarticulation prosthetics;
• trans-tibial prosthetics;
• knee disarticulation prosthetics;
• trans-femoral prosthetics;
• trans-radial prosthetics;
• trans-humeral prosthetics;
• foot orthotics; (FO)

• ankle-foot orthotics; (AFO)
• knee-ankle-foot orthotics; (KAFO)
• hip-knee-ankle-foot orthotics; (HKAFO)
• wrist-hand orthotics; (WHO)

• elbow-wrist-hand orthotics; (EWHO)
• thoraco-lumbo-sacral orthotics; (TLSO)

• cervical orthotics; (CO)
• cervico-thoraco-lumbo-sacral orthotics; (CTLSO)
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Annex G - Resources needed for a school for prosthetists/orthotists
G.1 Faculty
Prosthetist/orthotists (orthopaedic technologists)
Physicians, scientists
Engineers
In practical sessions and clinical experience, the teacher/student ratio should be 1/8 to 10.
G.2 Facilities
Lecture rooms with audio-visual facilities
Laboratory for practical work
Clinical teaching facilities
Library
Common room, cloakroom and other supporting facilities
G.3 Laboratory equipment

Appropriate machine tools, work benches, hand tools, casting aids and adequate environmental
control equipment.
G.4 Materials
Raw materials: (a) metals (b) wood (c) fabric (d) plastics (e) leathers (f) plaster of Paris (g)
other local material.
Prosthetic and orthotic components.
G.5 Books and materials

Appropriate manuals – existing material may be utilized for preparing these manuals.
Books – standard text books related to the curriculum.
Journals – major prosthetics and orthotics journals.
G.6 Audio-visual aids

Software packages for lecture preparation.
Multi-media equipment including projection equipment.
Digital photography equipment (hardware and software).
G.7 Other
Office equipment such as photocopying machine, scanners, telephones.
Hostel and kitchen equipment may be required
G.8 Funds
Adequate funds should be made available for the items listed above as well as for replacement
of equipment and purchase of consumable materials.
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Annex H - Community-based rehabilitation
International Society for Prosthetics and Orthotics (ISPO)

World Health Organization (WHO)
THE RELATIONSHIP BETWEEN PROSTHETICS AND ORTHOTICS SERVICES

AND COMMUNITY-BASED REHABILITATION
A Joint ISPO/WHO Statement Revised December 2003
Introduction
In the 1970s the World Health Organization (WHO) introduced a new approach to disability prevention and
rehabilitation known as community-based rehabilitation (CBR). The aim was to ensure that rehabilitation
services can be provided to all persons with disabilities, whether they live in a city or in the countryside or
whether they are rich or poor.
This approach involves measures taken at community level to use and to build upon the resources of the
community as well as drawing on the services offered at district, provincial and central level. Thus the complete
rehabilitation structure of this model consists in all of four levels: community, district, provincial and central.
The last three of these levels constitute the referral system for the first, i.e. the community level.
The personnel of institutions at the central and provincial levels are those who can be expected to work in
conventional rehabilitation and health services. At central level they may, for example, include specialized
physicians, therapists, and prosthetics and orthotics personnel. At provincial level they may be general
physicians, some (though usually few) specialized physicians, therapists, and prosthetics and orthotics personnel.
The personnel based at district level, however, are not likely to possess any specialized training in rehabilitation.
They are usually general physicians and nurses who are concerned with the provision of health care services.
Nevertheless, as discussed below, they may play an important role in the referral system and in the transfer of
knowledge and skills in rehabilitation to the community level.
Finally, at community level, there are usually no specialised personnel at all, in either health or rehabilitation.
The persons working there - usually called community health workers or community rehabilitation workers -
often do their work on a voluntary and part-time basis in addition to their normal duties in the community. Since
they are likely to have limited or minimal education in health and rehabilitation, they need to receive training and
support from personnel in the referral system.
The success of this approach to rehabilitation will depend on the development of an integrated and coordinated
programme in which the activities at each level are clearly defined. It will also depend on the development of an
educated and trained workforce, with clear definition of the role of the different types of personnel.
WHO has recognized that although most basic rehabilitation activities can be carried out in the disabled
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person's own community, many persons with disabilities have to be referred to other rehabilitation services
outside their own community. Among this group are those persons who require prostheses and orthoses. This is
because prostheses and orthoses of an acceptable quality cannot realistically be made in every single community
within a country. This means that for the successful, widespread provision of prosthetics and orthotics services
there needs to be a strong relationship between the specialized services and community-based rehabilitation
programmes.
With regard to the provision of prosthetics and orthotics services, the International Society for Prosthetics and
Orthotics (ISPO) has gone some way towards defining the job descriptions and educational requirements for
the different categories of personnel directly involved in this field. These categories are: prosthetist/orthotists
(Category I); orthopaedic technologists (Category II); and prosthetics/orthotics technicians (Category III).
Some consideration needs to be given to the use of these categories of personnel in the referral system on which
WHO's approach depends and in particular to the role and training in prosthetics and orthotics of primary health
care personnel and community health/rehabilitation workers.
Ideally, each country should have adequate numbers, possibly hundreds or thousands depending on population,
of community health/rehabilitation workers. All of these workers need to receive training so that they possess a
certain minimum knowledge of rehabilitation. The obvious challenge with respect to the prosthetics/orthotics
component is how to manage the transfer of this knowledge when so few resource persons are normally available
in prosthetics and orthotics services especially in low-income countries. It may not be possible that prosthetics
and orthotics personnel could be directly involved in the training of community health/rehabilitation workers. At
best, they can only contribute to the training of primary health care personnel, so that these in turn can include
issues related to prosthetics and orthotics service in the various training programmes for persons working at the
community level.
The following sections offer guidance on how community-based rehabilitation and the referral system may be
used to assist in the promotion and improvement of prosthetics and orthotics services.
Basic community level

Most of the rehabilitation activities in village or community are carried out by community health/rehabilitation
workers, who usually work under the supervision of Primary Health Care (PHC) personnel or mid-level
rehabilitation workers where available. In matters related to prosthetics and orthotics, the activities at community
level will increase awareness to disability and rehabilitation with focus on prevention. In addition it will:
• assist in identifying persons with disabilities with a focus on early detection;
• identify persons requiring prosthetics and orthotics services;
• promote awareness of the benefits of using prostheses and orthoses ;
• act as a link between the person with disability, the family, and the prosthetics and orthotics
services, or an adequate supervising body
• assist with follow-up of the person with disability with regard to the use of, and adaptation
to, the device;
• assist with adaptation of the environment and take measures to facilitate accessibility, good
hygiene and activities of daily living;
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• p rovide information to the appropriate support level with regard to follow-up and the
acceptance and use of prostheses and orthoses;
• assist in reducing further impact of impairments, e.g. through good hygiene, wound
treatment, and prevention of secondary complications such as contractures and bed-sores;
• encourage the person with disability to carry out needed exercises;
• arrange for maintenance and repairs to prostheses and orthoses. It is important for the
community health/rehabilitation worker to understand what repairs can be done at
community level;
• support and advise in the provision of simple assistive devices such as special chairs,
parallel bars and crutches;
• assist with the social rehabilitation of the person with disability.
District support level or sub-district level (health care)

This support level does not normally offer any specialized rehabilitation services, since specialized physicians,
therapists, and prosthetics and orthotics personnel are rarely available here. However, basic and general
rehabilitation services may be provided by health care personnel, such as general physicians and (in particular)
nurses. Where prosthetics and orthotics personnel are available, general prosthetics and orthotics services,
including repair and replacement of prostheses and orthoses should be provided. These services must include the
most common and most needed devices, i.e. prostheses and orthoses for the lower limb.
At district level, in matters related to prosthetics and orthotics, primary health care personnel and/or mid-level
CBR workers will:
• refer persons with disabilities to the appropriate support or service level together with
information about the needs and expectations of the person;
• explain the rehabilitation programme to the person with disability and the family;
• assist persons with disabilities in preparation for the fitting and use of prostheses and
orthoses, including physical therapy and wrapping of the stump;
• guide persons with disabilities towards sources of funding for rehabilitation service;
• provide information to the provincial service level on the numbers of persons with
disabilities, the types of disabilities found and treated, the numbers and types of prostheses
and orthoses fitted, and outcomes of the services.
• consider the socio-economic situation and needs of persons with disabilities;
• assist persons with disabilities to be integrated into society, e.g. through education and work
opportunities;
• provide support in rehabilitation issues to the community;
• provide training to community health/rehabilitation workers in rehabilitation, including
basic prosthetics and orthotics related issues as there is a great need to educate and train
community health/rehabilitation workers for their role in prosthetics and orthotics. This
training should be based on a curriculum set centrally. Supervision and advice on their work
in prosthetics and orthotics will continue to be needed as there is no tradition or depth of
experience in this field.
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Provincial support level

This intermediate support level is situated in a provincial institution and, apart from other medical and
paramedical personnel, may be staffed by all categories of prosthetics and orthotics personnel up to and
including Category II.
The intermediate support level will:

• provide general prosthetics and orthotics services, including repair and replacement of
prostheses and orthoses. The services that it should offer must include the most common and
most needed devices, i.e. prostheses and orthoses for the lower limb. However, prostheses
and orthoses for other levels may be fitted if there is a particular need and demand for such a
service;
• refer persons with less common disabilities to the specialized service level;
• participate in the training of health care personnel in prosthetics and orthotics related
subjects so that all these personnel, in turn, can include prosthetics and orthotics issues in the
training they provide for community health/rehabilitation workers. As in the case of training
for community health/rehabilitation workers, the training of primary health care personnel
should be based on a curriculum set centrally;
• provide support in rehabilitation issues to the district level;
• monitor and evaluate prosthetics and orthotics services and programmes of disability
prevention from a provincial viewpoint;
• provide information to the specialized service level on the numbers of persons with
disabilities, the types of disabilities found, the numbers and types of prostheses and orthoses
fitted, and outcomes of the services.
Specialized service level

The specialized service level is usually situated in a central or national institution and should be staffed by all
categories of prosthetics and orthotics personnel up to and including Category I.
The specialized service level will:

• provide specialized prosthetics and orthotics services, i.e. the full range of prostheses and
orthoses and services;
• contribute to the development and coordination of a national policy with regard to
prosthetics and orthotics services and referral. The specialized service level is expected to
provide support and advice to government in the development of its policy on the planning,
organization and administration of prosthetics and orthotics services and national policies
related to persons with disabilities. This is of great importance if the concept of community-
based rehabilitation in prosthetics and orthotics is to be adopted by a country;
• contribute to the development of a central policy for disability prevention in the field of
prosthetics and orthotics;
• contribute to the organization of programmes of education and training for all personnel
involved in the provision of prosthetics and orthotics services, including primary health
care personnel and community health/rehabilitation workers (the education and training of
primary health care personnel and community health/rehabilitation workers is discussed
below);
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• p articipate in the training of primary health care personnel on prosthetics and orthotics
issues;
• provide support in rehabilitation issues to the provincial level;
• develop an information package for primary health care personnel and community health/
rehabilitation workers outlining the prosthetics and orthotics delivery system;
• oversee the professional development of all personnel involved in the provision of
prosthetics and orthotics services;
• monitor and evaluate prosthetics and orthotics services and programmes of disability
prevention from a national viewpoint. It is important for all services and programmes to be
evaluated in order to check whether they meet the needs of the country and to determine
ways in which they may be improved and their quality can be assured.
Training of community health/rehabilitation workers

It is important to bear in mind that the community health/rehabilitation worker is neither a prosthetist/orthotist
nor an orthopaedic technologist and will not be expected to fit prostheses or orthoses. He or she has a wide range
of information on many different aspects of rehabilitation, of which prosthetics/orthotics is one. Thus some
prosthetics and orthotics related subjects need to be included in training for community based rehabilitation
(CBR). A three-day training programme, including practical exposure, could be sufficient for primary health care
personnel or mid-level community based rehabilitation (CBR) or health workers.
Training of primary health care personnel/mid-level CBR workers

This training normally lasts up to three-months. A two weeks training in prosthetics and orthotics including
practical exposure could be an important component for training of primary health care personnel or mid-level
community based rehabilitation workers.
The training of such personnel should be carried out by prosthetics and orthotics and rehabilitation personnel
with experience in community based rehabilitation activities.
A syllabus to achieve this might include components on:

• types of impairments that can be treated by prostheses or orthoses;
• prosthetics and orthotics services available in the country and how to gain access to them;
• the range of prostheses and orthoses available from district, provincial and specialized
institutions and how the supply system works;
• fit and function of prostheses and orthoses. This is important in helping to determine whether
there is a problem with regard to fit and/or function of a prosthesis or orthosis;
• measures for preparing a person with disability for the fitting of prostheses and orthoses,
including exercises and wrapping of stumps;
• use, maintenance and hygiene of a prosthesis or orthosis, including exercising;
• simple repairs of prostheses and orthoses. The community health/rehabilitation worker
should know what repairs can be carried out by a local craftsman and what repairs need to be
referred to a prosthetics/orthotics centre/workshop;
• construction and use of simple assistive devices;
• adaptation of the environment;
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• d ata collection. The community health/rehabilitation worker should be taught simple

techniques to gather information about numbers of persons with disabilities, range of
disabilities found and use of prostheses and orthoses;
• sources of funding to access prosthetics and orthotics services;
• integration of the person with disability into society after successful fitting of prostheses and
orthoses.
Training of prosthetics and orthotics personnel in community-based rehabilitation programme:

In order to ensure that there is an effective relationship between the prosthetics and orthotics services and the
rehabilitation activities at community level, it is important for prosthetics and orthotics personnel to be made
aware of the role and function of the community rehabilitation services.
A syllabus to achieve this might cover:

• the philosophy of community-based rehabilitation;
• the United Nations Standard Rules on the Equalization of Opportunities for Persons with
Disabilities;
• knowledge on national rules or legislation ensuring equal opportunities and full participation
for persons with disabilities;
• the national health service structure, including primary health care and community-based
rehabilitation;
• community-based rehabilitation activities in the country;
• interaction of prosthetics and orthotics services, primary health care and community-based
rehabilitation;
• problems of persons with disabilities in rural areas especially women or girl children
• adaptation of prostheses and orthoses to local conditions;
• need for and benefit of interaction with Disabled Peoples Organizations (DPO)
• ways of providing advice in a simple and effective manner;
• basic physical therapy (exercises) before and after fitting prostheses and orthoses which can
be carried out at community level.
Team approach
The foregoing sections outline the roles of the technical personnel directly involved in the provision of
prostheses and orthoses: prosthetics/orthotics personnel; specialized and non-specialized personnel especially
primary health care personnel and community health/rehabilitation workers. Most persons who require a
prosthetic or orthotic device also require assistance from other medical and health personnel, such as surgeons
and other physicians, occupational and physical therapists, and social workers, who along with prosthetics and
orthotics personnel form a rehabilitation team. In order for those involved to work together effectively, they
should be encouraged to share information with each other and, based on their respective professional and
personal viewpoints, offer suggestions on measures that need to be taken to assist in the person’s rehabilitation.
In this respect, though not all of them meet face to face at one and the same time, the persons involved in
the rehabilitation process should be seen as a team. The person with disability and his or her family have an
important role in this team and should be positioned at the centre of the relationship between prosthetics and
orthotics services and community-based rehabilitation activities. For the rehabilitation services to be effective
in the provision of prostheses and orthoses, an integrated approach by all the members of the team at the
community level, the intermediate support levels and the specialized service level is essential.
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Conclusions
A number of matters need to be addressed to enable adequate prosthetics and orthotics services to be provided in
low-income countries. Some of these are set out below:
• community, district, provincial and centralized services should all be part of the overall
prosthetics and orthotics services. In order to provide an adequate prosthetics and orthotics
delivery system, all services need to function in a coordinated way;
• there is a lack of trained personnel in the prosthetics and orthotics services. There is still a
great need to train Category I, Category II and Category III personnel as well as training
primary health care personnel and community health/rehabilitation workers in subjects
related to prosthetics and orthotics services;
• the training of primary health care personnel and community health/rehabilitation workers
should not be seen as a substitute for training personnel in prosthetics and orthotics;
• there is a lack of financial resources. It is not possible to solve all the problems related
to prosthetics and orthotics immediately. It is important to plan for the future and ensure
prosthetics and orthotics services at any level are part of the National Plan. The ultimate aim
is that prosthetics and orthotics services need to be available for the majority and nearer to
where they live;
• awareness of community-based rehabilitation and its role in prosthetics and orthotics
needs to be increased. There is a need to make the public, existing prosthetics and orthotics
personnel and the government aware of community-based rehabilitation and how it can be
used to improve the prosthetics and orthotics care system;
• a team approach is crucial. When possible, proper use must be made of all members of the
team in order to ensure a better quality of rehabilitation service.
To sum up, this document attempts to describe the relationship between prosthetics and orthotics services
and community-based rehabilitation activities. It shows how the services offered by central/specialized,
provincial and district institutions and the community can work together to provide a comprehensive prosthetics
and orthotics service across the country. It should be noted that no definitive model of community-based
rehabilitation in prosthetics and orthotics is available; each country requires to develop its own system according
to its needs and the resources available.
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Annex I List of participants
Dr M. Berre Mr H. Casanova
Directeur V.P. International Programmes
Institut de Fromation aux Carrieres de Sante CIR
Riad S1 Aissa, Marracech 351 E. Huron, 2nd Floor Annex
MOROCCO Chicago, IL 60540, USA
Tel: +212 4444 2195 Tel: +312 926 0030
Fax: +212 4444 1469 Fax: +312 926 7662
Email: mberre@yahoo.com Email: h-casanova@northwestern.edu
Mr K. Chapal Mr S. A. Deshpande
Technical Officer, MNC/DAR Department of Prosthetics and Orthotics
Room No. 6109, 6th Floor All India Institute of Physical Medicine & Rehabilitation
World Health Organization Haji Ali Park, Haja Ali
20 Avenue Appia Mahalazmi, Mumbai 400 034
CH-1211, Geneva 27, SWITZERLAND INDIA
Tel: +41 22 791 3499 Tel: +91 22 2 496 4331-32
Fax: +41 22 791 4874 Fax: +91 22 2 496 2737
Email: khasnabisc@who.int or chapal@vsnl.net Email: aiipmr@bom2.vsnl.net.in
Mr C. Harte Mr S. Heim
Cambodia Trust President, ISPO
83 Slievenaboley Road Im Haggarten 5
Dromara Dromore 38337 Ohningen
County Down GERMANY
NORTHERN IRELAND Tel: +49 7735 2332
Tel: 028 406 50531 Fax: +49 7735 1499
Fax: 028 406 50839 Email@ ot-heim@t-online.de
Email: carson.harte@btopenworld.com
Professor J. Hughes Professor N.A. Jacobs

ISPO ISPO
NCTEPO, University of Strathclyde NCTEPO, University of Strathclyde
Curran Building, 131 St James Road Curran Building, 131 St James Road
Glasgow G4 0LS Glasgow G4 0LS
SCOTLAND, UK SCOTLAND, UK
Tel: +44 141 552 4049 Tel: +44 141 552 4049
Fax: +44 141 552 1283 Fax: +44 141 552 1283
Email: j.hughes@strath.ac.uk Email: l.mclachlan@strath.ac.uk
Page 56
Dr J.S. Jensen Mr D.X. Khang

Honorary Treasurer, ISPO VIETCOT
ISPO Head Office 50 Giai Phong
Borgervænget 5 Hanoi
2100 Copenhagen Ø VIETNAM
DENMARK Tel: +84 4574 9014
Tel: +45 3920 7260 Fax: +84 4574 1054
Fax: +45 3920 7501 Email: khang.vietcot@netnam.vn
Email: steen@ispo.ws
Dr B. McHugh Dr E. Pupulin
Honorary Secretary, ISPO World Health Organization
NCTEPO, University of Strathclyde CH-1211
Curran Building, 131 St James Road Geneva 27
Glasgow G4 0LS SWITZERLAND
SCOTLAND, UK Tel: +41 22 791 3656
Tel: +44 141 552 4049 Fax: +41 22 791 4874
Fax: +44 141 552 1283 Email: pupuline@who.ch
Email: mchugh@ispo.ws
Mr Y. Sarhan Dr B. Sarwar
Dean, Faculty of Rehabilitation Sciences Managing Director
University of Jordan Pakistan Institute of Prosthetics and Orthotic Sciences
Queen Rania Street Plot No 6-B, B-3
Amman Phase V, Hayatabad
JORDAN Peshawar, PAKISTAN
Tel: +962 6 5355 000 Ext 3281 Tel: + 92 91 9217 150/811592
Fax: +962 6 535 6746 Fax: +92 91 9217 364/817179
Email: ysarhan@yahoo.com Email: sarwarbakht@hotmail.com
Ms E. de Sermeno Dr J.P. Singh

Director of O & P Department Rehabilitation Council of India
Don Bosco University 23-A Shivaji-Marg
Calle a Plan del Pino, Canton Venecia New Delhi – 110015
Soyapango, San Salvador INDIA
EL SALVADOR Tel: +91 11 259 13021
Tel: +503 292 4440 or +503 292 4436 Fax: +91 11 259 11967
Fax: +503 292 4440 or +503 292 4436 Email: rehabstd@ndc.vsnl.net.in
Email: udbtop@navegante.com.sv
zelayacornejo@hotmail.com
Ms M. Scott Mrs S. Sexton
Director NCTEPO
Cambodian School of Prosthetics and Orthotics University of Strathclyde
PO Box 122, Calmette Hospital Curran Buliding, 131 St James Road
Preah Monivong Blvd Glasgow G4 0LS
Phom Penh, CAMBODIA SCOTLAND, UK
Tel: +855 23 368 241/427 067 Tel: +44 141 548 3692
Fax: +855 23 427 067 Fax: +44 141 552 1283
Email: mscott@online.com.kh Email: s.sexton@strath.ac.uk
Page 57
Mr H.G. Shangali Mr M. L. Stills

Director Leahy War Victims Fund/USAID
TATCOT DCOF/LWVF
PO Box 8690 North Tower, Suite 700
Moshi 1300 Pennsylvania Avenue NW
TANZANIA Washington DC 20004
Tel: + 255 27 27 53986 USA
Fax: +255 27 27 52038 Tel: +202 789 1500
Email: tatcot@eoltz.com Fax: +202 789 1601
Email: msstills@pionet.net
Mr C. Tardif Ms Pham Thuy
Physical Rehabilitation Unit Project Coordinator
ICRC VIETCOT
19 Avenue de la Paix 50 Giai Phong
1202 Geneva Hanoi
SWITZERLAND VIETNAM
Tel: +41 22 730 2510 Tel: +84 4 574 0914
Fax: +41 22 734 6001 Fax: +84 4 574 1054
Email: ctardif@gva.icrc.org Email: thuy.vietcot@netnam.vn
Ms I. Urseau Mr C. Zelaya
Orthopaedic Section Don Bosco University
Handicap International Calle a Plan del Pino
14 Avenue Berthelot Soyapang
69 361 Lyon San Salvador
Cedex 07 EL SALVADOR
FRANCE Tel: +503 292 4440 or 292 4436
Tel: +33 4 78 69 67 41 Fax: +503 292 4440 or 292 4436
Fax: +33 4 78 69 79 90 Email: udbtop@navegante.com.sv
Email: i.urseau@handicap-international.org zelayacornejo@hotmail.com
Page 58
Annex J References
ISPO (1996). Report of ISPO consensus conference on appropriate prosthetic technology for developing
countries. Phnom Penh, Cambodia, 5-10 June 1995.-Copenhagen: International Society for Prosthetics and
Orthotics.
ISPO (1997). Category II professional – orthopaedic technologist: information package. - Copenhagen:.

International Society of Prosthetics and Orthotics.
ISPO (2001). Report of ISPO consensus conference on appropriate orthopaedic technology for developing
countries. Moshi, Tanzania, 18-22 September 2000. - Copenhagen:. International Society of Prosthetics and
Orthotics.
ISPO (2002a). Category I professional prosthetist/orthotist, orthopaedic engineer, orthopaedic meister:

information package. - Copenhagen: International Society of Prosthetics and Orthotics.
ISPO (2002b). Category III professional – prosthetic/orthotic technician: information package. - Copenhagen:
International Society of Prosthetics and Orthotics.
UN (1969). Report of the United Nations interregional seminar on standards for the training of prosthetists.
Holte, Denmark 1-19 July 1968.-New York: United Nations.
UN (1993). The Standard Rules on the Equalisation of Opportunity for Persons with Disability. –New York:
United Nations.
WHO (1990). Guidelines for training personnel in developing countries for prosthetic and orthotic services. -
Geneva: World Health Organization.
Page 59

Ispo-Who Training Guidelines

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GUIDELINES FOR TRAINING PERSONNEL

International Society World Health

ISBN 92 4 159267 2 (NLM classification: WE 172)

© World Health Organization 2005

Printed in Scotland, United Kingdom

Need for personnel for prosthetics and orthotics 8

Distribution of personnel and services 17

Annex A Professional profile Category I 21

Annex B Guidelines for training Category I personnel 25

Annex C Professional profile Category II 34

Annex D Guidelines for training Category ll personnel 37

Annex E Professional profile Category III 42

Annex F Guidelines for training Category lll personnel 44

Annex H Community-based rehabilitation 49

Annex I List of participants 56

More than 600 million people in the world experience disabilities

An estimated 80% of the world's disabled people live in

Despite the incremental progress made in the past 25 years,

RULE 2. Medical Care: RULE 3. Rehabilitation: RULE 4. Support Services:

A World Health Organization Consultation on training of personnel for prosthetics and

NEED FOR PERSONNEL

Category Nomenclature Normal Minimum Entry Training

Table 1: Types of personnel

An example of a modular approach to formal training designed to run alongside prosthetics

Leading to a Category ll level, if the students complete the

Diagram 1: An example of a modular approach to training

The prosthetist/orthotist (ISPO Category I) is responsible for direct user/patient services

In respect of providing user service, the prosthetist/orthotist is a full member of the

Supervised clinical practice/field attachment is an essential section of the training programme.

The prosthetics and orthotics service is an integral part of the

It is recommended to develop services on different levels, these are:

Numbers of Category I and/or Category II personnel required

Numbers of Category III personnel required

At district centre = 5*5 = 25 per district centre

Basic determination of the distribution of personnel and services

Identification of people with disabilities occurs by a number of methods including self-

Annex A - Professional profile Category I

A. PROFESSIONAL PROFILE FOR CATEGORY I

A.1 Prosthetics/orthotics service

A.1.4 Communicates appropriate information to the patients and their families.

Fitting, fabrication and treatment

A.1.12 Performs and/or supervises fabrication of the prosthesis or orthosis.

Evaluation and follow-up

A.2 Management and supervision

A.2.1 Supervises the activity of support staff as appropriate.

A.2.2 Manages clinical and laboratory/workshop activities assigned to him/her, including:

A.3 Training and education

A.3.4 Critically evaluates new developments in prosthetics/orthotics for inclusion in a teaching

A.3.5 Keeps up to date with new teaching techniques.

A.4 Community services

A.5 Research and development

A.5.1 Conducts continuing evaluation of his/her activities.

A.5.3 Participates in scientific/professional meetings and contributes papers to scientific/professional

A.6 Medical, legal and ethical requirements

2.6.1 Provides patient care within a recognised prosthetics/orthotics code of ethics.

2.6.2 Provides patient care which complies with medical/legal requirements.

Annex B - Guidelines for training Category I personnel

B LEARNING OBJECTIVES OF COURSE FOR CATEGORY I

• Clinic, Workshop and Business Management

Organisation of Category I Subjects

Core Practical Subjects

B.1 Prosthetic and Orthotic Science – Practical

Upon completion of this subject the student will be able to:

A. PROFESSIONAL PROFILE FOR CATEGORY I

C.1.6 Formulates a range of prosthetic or orthotic designs including selection of materials,

• elementary mathematics: simple algebraic manipulation, indices, logarithms, solution of equations,

E. PROFESSIONAL PROFILE FOR CATEGORY III (PROSTHETICS/ORTHOTICS